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Estudios pedagógicos (Valdivia)

versión On-line ISSN 0718-0705

Resumen

GONZALEZ BRITO, Adolfo I.; ARANEDA GARCES, Nelson; HERNANDEZ GONZALEZ, Jorge  y  LORCA TAPIA, Jorge. Inserting the teacher in the school. Estud. pedagóg. [online]. 2005, vol.31, n.1, pp. 51-62. ISSN 0718-0705.  http://dx.doi.org/10.4067/S0718-07052005000100003.

The following article is the product of research conducted at the Universidad de la Frontera with regard to the integration into the profession of graduates from the teaching programs in the Faculty of Education and Humanities. A lot of literature exists regarding the socialization of teachers, new teachers and the induction of teaching professionals, from which we selected the proposal of the Dutchman Vonk, J.H.C. who suggests four models of professional integration: "Sink or Swim", "Collegial", "Mandated Competence" and the "Formalized Protected Mentor Model". Sample information of graduate students was taken with regard to the different dimensions of professional performance. The results were ambivalent, with both solid general abilities and weaknesses in specific areas of competence. Furthermore, two structural situations were confirmed: on the one hand, the type of establishment determines the kind of integration, and on the other, the absence of an institutionalized mechanism of professional induction

Palabras clave : educational formation; professional insertion; professional induction; mentor teachers.

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